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 2251 E. Stadium Blvd.
 Ann Arbor, MI  48104
  (6th & 7th A-L)
  (8th & 7th M-Z)
 (734)997-1873 FAX
 Jazz Parks, Principal

June 10, 2010

Dear Parents and Students;

The Cedar Point trip information sheet is available on my website (the first link!). We are looking at this in advisory, but not giving it to students to take home until Wednesday. We have a black and white map on the back side of the sheet, but the color map on the Cedar Point website is far superior.

In science we are investigating the HIV virus and one scientist’s strategy in stopping the virus when a baby contracts one strain during childbirth. In the process, students are learning more about DNA and RNA, what a mutation is, and why mutations make this virus (and others!) so difficult to stop.

Next: Galapagos finches! We will be measuring beaks and simulating the seed-gathering success of large-beaked versus small-beaked finches in normal years and drought years, simulating what actually happened while University of Michigan researchers monitored the birds in the late 1970s. We will let the data show us what effects the difficult years had on the finch populations.

Your son or daughter will be bringing home their science notebook from the first half of the year, and asking for time with you to look through their two notebooks (that one and the current notebook), and reviewing their life science experiences this year. I ask that you both reflect over the learning this year and give me feedback on the sheet that your student brings home. I also welcome your comments directly to me by email.

This is my first year through this new curriculum, and
I needed to create many of the printed materials myself as we went through the year. I appreciate constructive criticism from you (what we can do to make it better, and what you think contributed best to your child’s learning, etc.). I honestly could not have done more this year. I wish you were seeing more personal feedback to your child from me, but often that feedback will not be visible in the notebook itself.

Reflection homework: assigned Friday, June 11, due Tuesday, June 15.

Thank you for your time and support on this. Some of these notebooks are truly masterpieces. Even when they are not so beautiful I hope you see a lot of learning experiences--

Mrs. Kielb

P.S. The HIV and finch activities come from a book published by NSTA (National Science Teacher's Association) called Virus and the Whale. Check out the link if you would like to see these activities and others investigating natural selection and evolution. The final whale activity follows research by Tappan parent, Dr. Phil Gingerich!


May 26, 2010

Here is today's Jeopardy! game: Jeopardy questions


May 25, 2010

Dear Parents and Students:

There has been some interest in a downloadable copy of the “Circulation Shuffle” game that I made for the lab review. Select the links to get the cards and directions.

card set (2 pages)
instructions (including the list of terms for the circulation essay)

Your student should work on studying with the yellow study guide each evening this week.

Mrs. Kielb


May 24, 2010

Dear Parents and Students;

There is a test on Thursday that covers the respiratory system, cellular respiration, and the circulatory system. Students received a study guide either last Thursday or Friday (it’s printed on yellow paper) to help them prepare.

Today we took about 20 minutes of class time for working on either the blood notes (page1, page 2, page 3, due tomorrow) or the study guide. Most students used the time well. I encouraged them to set up space in the Science Notebook for answering the study guide questions in writing. We also watched a video on the respiratory and circulatory systems that was an excellent review.

Tomorrow will be a review lab with stations where the students can practice the study guide questions with models, real hearts, microscopic view slides, and other review materials. Wednesday will probably be a review game.

Please encourage your student to tell you about the pathway a red blood cell takes from first entering the right atrium, to its return there (only about a minute later!). They should include one-way valves, arteries, veins, and capillaries, and tell where gases (oxygen and carbon dioxide) enter and leave the blood.

Have a great week!

Mrs. Kielb

May 18, 2010

Dear Parents and Students;

We are being treated to wonderful music performances by our choir, band, and orchestra students. The assemblies are affecting our daily schedules (morning classes are shorter), and I know some of our students have some late nights with concert performances for parents (as well as after school sports for some!). Some students have more or less homework in science and other classes, depending on how their class time has been affected during the day.

We are investigating the circulatory system. The students need to memorize the pathway a red blood cell takes from when it enters the right atrium to when it returns there. They also need to tell about where the blood does its “work” and exactly what gas exchange happens in the capillaries of the two circulatory loops.

We have reprocessed this pathway many times now in class, and every student should have carefully labeled diagrams that are color-coded with arrows to show blood flow. We worked with a model to help reinforce the role of pumps and one-way valves for keeping blood always flowing in one direction. Finally, they are reading about the pathway and taking notes as the miniature Peppi and Bollo characters ride through a circulatory system.

There will be a test on the respiratory and circulatory systems next week. Part of it will be an essay (with a word bank) telling the pathway of blood as described above. Please help your student practice this with you. There will also be multiple choice questions and a study guide to help students prepare. The two parts might be on separate days.

Meanwhile I am planning a review lab for Tuesday. I want to have stations between which the students rotate, including one with a beef or lamb heart where we can trace the blood pathway and see the structure of the heart valves. I could use parent helpers either at this station (I would give you a tutorial; coming early would be  great) or helping at other stations while I work with students at the “real” heart station.

If you can help, please email me. Here are the class times:

1st Hour: 8:10 - 9:08 a.m.
2nd Hour: 9:13 - 10:06 a.m.
5th Hour: 12:07 - 1:00 p.m.
7th Hour: 2:03 - 2:56 p.m.

Thanks for reading this far!

Homework due Thursday, May 20:

Reading and 3 notes sheets, “Back in Circulation” Part 2. eBook Lesson 14: p. 126-129
Mrs. Kielb

May 11, 2010

Dear Parents and Students;

There might not be regular school at Tappan tomorrow, but there is school work to do!

Homework due Thursday:

Read and get notes on the first part (more later): Spies: Back in Circulation (Circulatory System) Lesson 14: pages 126-129. We glued the notes sheet in science notebooks today.

Past due:

Respiratory System Summaries: one copy in your Science Notebook in an “accordion” brochure, another copy given to Mrs. Kielb for scoring. You may work on this at your My Access site. The instructions are on My Access, and the scoring rubric is based on those instructions. Check PowerSchool to be sure I have yours (so far it is just a check-in grade, more later....)

Thanks so much to the moms who came in to help with labs last week. Also thank you for the contributions of pencils, glue sticks, and tissue.... Used pencils are great!

Mrs. Kielb

May 4, 2010

Dear Parents;

Thanks for the great response to my call for helpers! I have Thursday covered with Ms./Mrs. Dong, DeHart, Jibson, Rambo, and Oliver.

I have 3 milk jugs so far toward my ambitious quest for 16.

Due Friday:

Today the students wrote summaries about the organs of the respiratory system. They submitted their writing to the My Access site and printed 2 copies (one for me and one for their science notebook) if they finished. If they are not finished, the complete writing prompt is in My Access, and they need to make a final save (or submission) by Friday. I would like them to print 2 copies as described above by Friday as well.

Also due Friday:

Read “Go for the Burn,” and complete the notes sheet. This is about foods and caloric content.

Due to Advisors on Thursday!

Cedar Point Health Form, Permission slip, and payment. Please be sure that your son or daughter talks with their advisor privately if they need assistance with the cost.

Mrs. Kielb

Monday, May 3, 2010

Dear Parents;

We need 16 empty plastic gallon jugs for an upcoming experiment. If you can pull one or two from your recycling, I appreciate the help. Empty milk, or water jugs would be great (with the cap is even better). We will need to be able to hold the jug by the handle.

Before that, I could really use some adult help in the classroom on Thursday, May 6. The students will predict which of 2 small food items contains more calories. Then we will burn similar sized samples of the 2 foods and compare how much each increases the temperature of 20 mL of water.

I could use an adult helper to help supervise, but more importantly, to help re-light the tea candle flames at each table that the students will use as a source of flame for their food items. There are 8 table-teams of students and the students will not have to wait as long to start each trial if a second adult can be on the other side of the room from me, helping light candles.

Here are the times my science classes meet. PLEASE let me know if you can join us and help. It should be fun!

1st Hour: 8:10 - 9:08 a.m.
2nd Hour: 9:13 - 10:06 a.m.
5th Hour: 12:07 - 1:00 p.m.
7th Hour: 2:03 - 2:56 p.m.

Ever grateful for your help to make science that much better--

Mrs. Kielb

April 26,2010

Dear Parents;

My science classes are a combination of students from the red and gold teams. Mrs. Raymond’s Language Arts classes (red team) are on a field trip today through sixth hour. Tomorrow is a half day for students.

This means that my fifth hour class red team members are missing 2 days of science class, and they need to complete the assignments listed below as homework. Any other students who have not finished these need to do so by Thursday.


Due Thursday: reading and notes (2 sheets): “Why So Many?” Lesson 12: p. 108-109.

Also Due Thursday: Finish answering Inquiry 12.1 (page 102, Lesson 12) questions in complete, stand-alone sentences. We did 1A - !C together in class, 3A - 3D need to be finished.

Ask your student about how they found evidence for something released by the process of cellular respiration by using a test tube, a small amount of water, a straw, and a thermometer.

: )

Mrs. Kielb


April 24, 2010


Dear Parents and Students;

On Friday your Tappan student received a grade envelope with their third quarter grades, but also several other items from Tappan and the state. Please look through this carefully and give each item your attention:

1) 3rd quarter grade report (includes your sign-in info for PowerSchool)

2) MEAP (taken in October) test report

3) some students received reports from reading class or electives

4) notices for overdue books or empty lunch accounts

5) Cedar Point (June 17) permission slip, health form

PLEASE sign the envelope and return it to Tappan with your student. Please take the time to complete the Cedar Point forms neatly and accurately (and both sides). In an emergency these are the link to YOU. Concerning the $50.00 cost, please pay what you can and we are grateful. Times are tough for many families and we are prepared to help if needed. We need completed forms and payment by May 6 so we know how many buses and tickets we need.

Thanks so much to all of you who have contributed tissue, glue sticks, etc. this year. I started the year with hundreds of pencils that I had accumulated through special deals and sales. My supply is depleted (I don’t punish students who don’t have a pencil, I just supply one). In your spring cleaning you might find partly used pencils; or while shopping you might find a good deal on quality pencils. If you could send some this way, once more, I am grateful for your help.


Mrs. Kielb



Tuesday, April 20, 2010

Dear Parents and Students;

In life science we are now studying the breathing process and the respiratory system. Ask your student about the breathing model they built in lab!

Third quarter grades, citizenship, and comments are now in Powerschool. Printed grades will go home with students on Friday of this week. Along with grades your student will have a permission slip and health form (required for out-of-state trips) for the June 17 Cedar Point trip. Please sign and return the grade envelope right away. Then please check both sides of the forms and fill them in carefully. The Cedar Point forms and $50 payment are due May 6. Partial or complete scholarships are available. Your student (or you) needs to talk privately with their advisor about how much they can pay if you would like assistance.

Homework, due Thursday:

Read and complete notes sheet: The Second Journey Begins (this was started in class): Lesson 10, pages 85-89. The eBook link is on my website and the password is “human.” A few printed copies are available on my counter.

Mrs. Kielb and Ms. Baker

April 12, 2010

Dear Parents;

I hope that you all enjoyed your week with your kids! It sounded like a lot of students had a great vacation.

This is the last week of the third quarter. By this time your student should have completed his or her disease or health career brochure. As students finished in class they submitted the digital version of their brochure into my network “drop box.” I printed a color version for each student to keep (Your student should show this to you!). The students printed a black and white version for Ms. Baker and I to grade. They made a key on this version to help us find where they addressed the content requirements listed in the project guide-sheet.

This week we are wrapping up our study of disease and health careers, starting with a hard-hitting, yet inspiring NOVA video about the Ebola virus. We will finish the oral presentations of the projects beginning tomorrow. Every student should be ready.

Contracts for the June 17 trip to Cedar Point went home with students today. Please read this with your student, sign it, and return the lower section to your student’s advisor by Friday to be eligible to go on the trip. Keep the upper section posted at home since it includes the important dates. Payments and other forms are not due until May.

Elissa Trumball, who coordinates the Tappan garden event is asking for parent volunteers to help with having students plant seeds for the Tappan garden on Thursday of this week (April 22, Earth Day). If you can come and help anytime between 7:30 a.m. and 4:00 p.m. please contact her at It should be a fun day.

Mrs. Kielb and Ms. Baker


March 26, 2010

Dear Parents and Students;

Today students submitted their project writing to My Access so that Ms. Baker and I can check their progress. Students may check My Access this weekend for comments and suggestions. We are giving a general score out of ten on progress at this point.

To clarify the expectations please see the guide-sheet that your student has, or download a copy from my update letter from last week.

A lot of good research and writing came out of the time spent in the computer lab these past two days. On Monday we will start laying out the brochures with our Pages software. Students may edit and add to their writing in My Access over the weekend (we will be checking the most recent revision).

Mrs. Kielb and Ms. Baker


Wednesday, March 24, 2010

Dear Parents and Students;

This week in life science the students have been researching their disease (or condition) or health career choices. Each student has a yellow or green project guide sheet which includes the project requirements, a timeline, and a grading rubric. Links to these sheets are in my last update on my website.

The project is designed to be completed at school, but further research outside of class is welcomed. A student may email notes written outside of class, or bring these to school on a flash drive. At this point the notes should be free of formatting, and they should be accompanied by the URL of the online source.

In their Tappan server space the students have saved a note-taking structure where the content guideline questions are already entered at the top of each page. As they gather materials and take notes they are entering or pasting into this document in an organized way. I am hoping that this will not only help them stay on track in their online searches, but also help them do their final writing pieces for the brochure. The goal is to get most of the writing done by the end of this week and then make the brochures in our Pages software at the beginning of next week (see timeline).

Any students who are not here at school next week will need to catch up when they return. They might want to copy their materials onto a flash drive and make their brochure at home or at the public library over break. A parent note requesting extension of the due date always helps.

It is amazing to see how much information 30 people in one room can uncover in a 50 minute class period!

Mrs. Kielb and Ms. Baker


Friday, March 19, 2010

Dear Parents and Students;

The Tappan community was treated to a great orchestra concert today!

Tonight is Fun Night! It is a special fun night in honor of Mr. Lillie, who retired last year.

Your student received an interim grade report in advisory today. Please sign the envelope and send it back to us empty.

Today we finished reading (and taking notes on) an introduction to disease, and disease prevention and treatment (Lesson 9: p. 72-75). Next, students were directed to p. 70 in the textbook (Lesson 9) to view and select topics they are interested in pursuing for a project. All classes except 2nd hour left a list of preferred topics with me today.

Due Monday:

1) Ms. Baker will need to check-in the “accordion” set of digestion summaries in each student’s notebook for completion. If you do not have all 4 organ summaries finished you may still re-visit My Access and finish, and glue a printed copy into your notebook. Use the prompts in My Access to check your work for completeness.

2) I asked my second hour students to email me their top 3 or 4 choices for a project (health care career or disease). We had a very short class because of the concert.


Some students already picked up a detailed guide-sheet for the project. Disease guide-sheets are printed on yellow paper and the Health Career Guide-sheets are on green paper. The TIMELINE side of the sheet is the same for either.


Mrs. Kielb and Ms. Baker




March 15, 2010

Dear Parents and Students:

Last week students wrote in their planners that there will be a test on nutrients and digestion this Wednesday, but I missed including it in my letter. On Friday they received three sheets to use as study guides. The digestive system organ summaries they are writing in My Access are also important study tools for the test.

Due Tuesday:

My Access summaries of digestion in the mouth, stomach, small intestine, and large intestine. Most students printed these in class today (Monday). All four need to be finished and printed for class on Tuesday. They are accessible through the Internet at the My Access site.

Multiple Choice test on nutrients and digestion.

Introduction to Disease/Health Career Project. Each student will receive a project guide-sheet after they commit to a topic (guide-sheets are different for disease versus career topics).

Explore Internet sites and choose 3 possible topics.

I continue to beg for glue sticks and tissues! We use them often.


Mrs. Kielb and Ms. Baker


March 11, 2010

Dear Parents;

There was homework due today:

Read and take notes on “Lesson 6: Diffusion and Active Transport.” Students wrote the assignment in their planners on Tuesday and had reminders in class on Wednesday.

Coming up next week:

In class students have already written their own summaries of digestion in the mouth and stomach, using a vocabulary list that they generated as a class. Now they are finishing up the small intestine and the large intestine. On Friday and Monday they will finish the writing a summary for each organ. Each student will type up and submit his/her summaries to the My Access website, print their writing, and make an accordion folded document tracking the digestion of food.

This summary should serve as a great review for a multiple choice test on the digestive system next week.

Please be sure that you check your student’s progress on Powerschool regularly. A zero for a grade usually indicates that the student did not have the assignment when it was due. If a student is absent the score is zero to serve as an indicator that work needs to be made up. In either case, it is the student’s responsibility to follow through with the teacher on making up the assignment, as well as ungraded activities in the science notebook.

The third quarter interim ends tomorrow and grades will be sent home next week.

Ms. Baker (presently doing the classroom teaching) and Mrs. Kielb

P.S. Here is a list of the notes structure links for Peppi and Bollo's journey through the digestive system:



Small Intestine

Large Intestine


March 4, 2010

Dear Students and Parents;

Homework, due Friday March 5:

This is a quick reminder that students need to have the “My Ideas” column (we made 3 columns in the answer space) complete for the 5.1 Reflecting questions. These are on 2 pages that are glued into the science notebooks.

Also, on Monday,  Ms. Baker will be collecting and checking science notebooks for completeness. We will be updating the Table of Contents on my website so that students can double check their own notebooks. This will be a major part of the first interim grade. The interim ends March 12.

At home, please include your son or daughter in meal preparation if possible. They are learning a lot about nutrients and digestion. It is important that your kids have some idea about where their meals come from and what it all looks like before it is cooked. Please show them the raw meat, the bones, etc. We plan to use chicken wings to investigate muscle attachment and how joints work, and it would be great if the students can get past the “yuck” factor quickly because there are neat things to observe.

Mrs. Kielb and Ms. Baker


March 2, 2010

Dear Students and Parents;

In Life Science we are continuing our investigation of digestion. Through experimentation we determined that both physical digestion (chopping into small pieces) and chemical digestion (breakdown of starches into sugars) starts in the mouth. Now we are investigating the combined effects of pepsin (an enzyme) and hydrochloric acid on protein in the stomach.

Isn’t it amazing that we (meat-eaters, that is) eat the muscles of animals, and our digestive system needs to break this down to its building blocks (amino acids), so that we can transport the materials to different parts of our bodies and reassemble them to make our own muscle?


Nutrient Quiz on Thursday. List the six nutrients. Know what job the nutrient does for you. Review the “Nutrient Summary Table” in your science notebook.

Safety goggles needed on Wednesday and Thursday!

Mrs. Kielb


February 18, 2010

Dear Parents and Students;

This week we are wrapping up the beginning of digestion. The students have investigated how the mouth functions not only in tearing apart food (mechanical digestion), but also how salivary amylase
(an enzyme) starts the chemical breakdown of starch.

Homework due tomorrow (most people finished this in class last Friday):

Complete the Nutrient Summary Table using your nutrient notes from the textbook. If you can’t find something, go back to the textbook.

Students absent on Friday, February 19:

Write a detailed paragraph in your science notebook summarizing digestion in the mouth and swallowing (include chemical and mechanical digestion as well as the action of the esophagus and epiglottis). This will be a part of a project that will summarize the entire digestive process.

The nutrient assessment (the restaurant order nutrition analysis) has been graded and is on Powerschool.

We will continue with digestion after the mid-winter break.

Have a good week!

Mrs. Kielb and Ms. Baker

February 12, 2010

Dear Parents and Students;

Please check your student’s school supplies. Many people are dipping into my emergency pencil supply and it is swiftly dwindling. We are also beginning to run low on facial tissues and (yes, again) glue sticks. Thanks for the composition books. Everything that you send our way is used gratefully.

By the end of the day Friday, your student should be able to tell you about the six nutrients, how they are used by the human body, and what foods are good sources for each nutrient. We have tested some foods for the presence of sugar and starch with colorful chemistry. We will use the same chemistry next week to investigate the beginnings of digestion in the mouth.

The current reading and notes have been completed in class. I will update you with homework as it arises.

Students received 8th grade course selection forms and instructions from Mrs. Graham in science class today. Please review your student’s choices with him or her. The forms need to be returned to the math teacher on Tuesday of next week (students do not have school Monday).

Mrs. Kielb


February 5, 2010

Dear Parents and Students;

Yes, there is science homework:

Read: “Spies: All Systems Go!” pages 11-12 (Lesson 2, Human Body Systems textbook)

Second quarter grades were given to students in advisory today. Please sign the envelope and have your student bring back the envelope on Monday.

Have a great weekend,

Mrs. Kielb
Ms. Baker


February 2, 2010

Dear Parents and Students;

The new semester is underway. We have new combinations of students in all classes and we are starting our study of human body systems...

There is science homework tonight! Due tomorrow (Wednesday):

Humans -- The Problem-solving Animals
Lesson 1: pages 6-7. Be ready to answer the questions at the end.

Students will need their safety goggles for science labs in the coming weeks. We will let them know the day before.

I gave away many new composition books today, and the supply that I bought to give away is exhausted. If you were unable to get one already, I gave one to your student because it was needed in class today. I am grateful for contributions to my emergency supply; in fact, one came in today and is already in use.

Mrs. Kielb

January 25, 2010

Dear Students and Parents;

This is the final week of the second quarter. Please be sure to check Powerschool to be sure you have all assignments up to date. Also be sure that the Table of Contents in your science notebook is current. I will be collecting the notebooks at the end of the week.

Quiz of matching genetics terms and scientists with their definitions and/or contributions to genetics. Students should also be ready to set up a Punnett's square, and then be able to tell about the traits of the offspring. Students have the needed resources both in their notebook notes and in the textbook. We wrote a list of genetics terms to know in notebooks on Monday.

The Toledo Zoo has contacted me with information about their program, ZOOteens. Check it out at I will add this link to my list of Summer Opportunities on my website.

Parents, ask your student about Clyde and Claire and how their traits are showing up (or not!) in their offspring this week.

Mrs. Kielb


January 22, 2010

Dear Students and Parents;

This week several students are absent due to illness or other reasons. We are doing activities in class that cannot be done at home, but there are readings and notes that can be done at home. The new genetics terminology is important because we are using it in our study of how traits are passed from parents to offspring.

Your student should be able to explain to you the following terms (but they might need help from their notes at this point!):

dominant, recessive
homozygous, heterozygous
phenotype, genotype
mitosis, meiosis
the chromosome difference between regular body cells and sex cells (egg or sperm cells)

Here are links to sheets we are using in class that I have created:

Notes: Mendel’s Discoveries and Heredity - Passing It On (page numbers are on the sheet).

Our in-class summary of the 19.2 Inquiry. Students who were absent need to copy the data from a member of their team. Be sure to read the procedure on pages 220-222 carefully on your own.

Notes: What Are the Chances? (page 232- to be done in-class Friday)

Any students or parents who are interested in a great tutorial on DNA, genes, chromosomes, protein, heredity, and traits, check out this Tour of the Basics. I also recommend the many-part PBS home-video, Journey of Man, about the National Geographic Society’s Genographic project. You may also be interested in a short online NOVA video (2005) on stem cell research.

Please be sure to check Powerschool. The second quarter ends at the end of next week. All of my students need a new composition book for second semester science. I will be collecting the science notebooks from first semester and returning them in June (they will be available; not in hiding :-)  )

Mrs. Kielb


January 19, 2010

Dear Parents and Students;

Last week the students finished their vertebrate research and printed materials for their posters. Tuesday in class we glued the posters together. Thursday and Friday we enjoyed the group presentations. Now the posters are making their way onto our walls!

Wednesday last week the students completed the “Reflecting on What You’ve Done” assignment on page 165 of the textbook. This involved two readings and a lot of thinking and connecting. One reading summarized Charles Darwin's ideas of natural selection and the second reading described how pollution in a German lake resulted in the survival of only Daphnia individuals who could digest the blue-green algae that could tolerate the polluted conditions.

Students who were absent last Wednesday should follow the textbook instructions (page 165). In class the students submitted their writing via the My Access writing site. We will not be checking the site for further submissions, so students making up the assignment should please print your document and hand it in to Ms. Baker. Be sure to follow the instructions, as the scoring rubric is based on them.

Now we are on to studying genetics and how the traits of the animals (and plants) we have studied are passed on through generations. At this point we plan to do the reading and notes in class.


Every student will need a new science notebook (a basic composition book) for the new semester starting in February.

Mrs. Kielb



January 8, 2010

Dear Parents and Students;

The student teams have been busy researching their vertebrates in the Media Center this week. Each team gave me a sketch of a plan for their poster (or other product) today showing the subtopics they have for “Form and Function” and “Habitat.”  Over the weekend many people are continuing their research. They should be preparing the written parts for their poster.

Monday’s focus will be to proofread what teammates have written, agree on fonts and print size, and print the text parts and images. Larger drawings need to be completed this weekend.

On Tuesday we will work in my classroom gluing together the parts to complete the projects. Each team member should have parts to contribute: written sections, images, drawings, a title, and a source list.

For reminders of requirements please see the guidesheet and/or Lesson 13 in the textbook (and the letter below from January 5).

The projects are due on Wednesday. There will not be time in class to work on the projects Wednesday.

Teams will present their posters on Thursday and Friday.

A lot of good investigation work took place this week!

Susan Kielb

January 5, 2010

Dear Parents;

I am glad to rejoin you in this new year! I hope that you had some good family time over the break.

In life science we are diving into team projects investigating adaptations and habitats of vertebrates. Each student table team is choosing a vertebrate. Two team members are in charge of researching physical structures and how they help the animal survive, while the other two research the living and nonliving aspects of the animal’s habitat. Together the team members will construct a poster of their findings.

We have been laying the framework for the project over the last two days. Today the students received a sheet with:

• “Gathering Data” instructions, 

• the grading rubric

a project timeline 

a table for writing down source materials

• a table for writing down team members’ contact information

The goal is to complete the research, writing, and printing by Tuesday of next week. On Tuesday, group members may assemble their posters in the classroom. I will be out for professional development work on Wednesday, January 13. There will be a reading and writing activity that day, separate from the project. On Thursday and Friday groups will present their posters (less than 10 minutes per presentation).

If your son or daughter has a flash drive it would be helpful if they bring it to class during the project. Also, many of our students have created gmail accounts so they can email their writing between home and school. It's easy to do at

Lesson 13 in the online textbook has most of the same materials that I supplied on the sheet students received today. Remember, the password (scroll down to see the sign-in box) is “organisms.”

I look forward to watching these investigations develop. Ms. Rossi, our Media Specialist, will be assisting us.

Homework due Thursday:

Read (notes not necessary) "Habitats": Lesson 13, pages 169 - 171.


I also will have a student teacher, Barbara Baker, working with my classes through April. She is a student at the University of Michigan, and she helped with my morning classes through the fall term. I am excited to have her as my teaching partner.

We have a lot going on! ...AND there is a Fun Night at Tappan on Friday. Thanks to all of you parents who help (...and I encourage any of you who have not volunteered for a Fun Night to come. It is a lot of fun and you get to meet other parents and teachers).


Mrs. Kielb




December 14, 2009

Dear Parents and Students;

I was just reminded that the interim ended Friday (Dec. 11) and interim reports will come home with your sons and daughters on Friday (Dec. 18). Please be sure to check Powerschool to see if your student is caught up on work in all classes this week. All of us would like to have a fresh start in the new year.

We wrapped up our investigation of leaves and photosynthesis today with a review of how guard cells work to allow carbon dioxide into leaves, and a quick chemistry lesson. Then the students played the role of leaves by breaking the bonds holding carbon dioxide and oxygen molecules together and building the simple sugar, glucose. They had 12 left-over oxygen atoms, which “hang out” as 6 oxygen molecules. These either leave the leaf, or are used in cellular respiration (which is photosynthesis backwards!).

This week we will be investigating two small animals, Daphnia and Hydra. We have live cultures of each. There is a reading/notes assignment on each.

You may view video clips of both organisms from clips linked to my website.

Homework due Wednesday:

Read and complete notes sheet (in notebook) on “The Transparent Water Flea.” Lesson 16, page 193.

Homework due Friday:

Read and complete notes sheet (glued in notebook on Tuesday) on "The Hydra: Up Close and Personal." Lesson 17, pages 199 - 201

Spirit Week reminder:
Monday: Tappan spirit wear
Tuesday: Generations Day: 7th graders dress as babies/toddlers (no PJs). I have to dress as a teenager in case anyone has something I could borrow. “Skinny jeans???”
Wednesday: Monochromatic (one color, socks and shoes too if possible) Day
Thursday: Dress “down” Day (no PJs)
Friday: Dress-up Day (but not formal gowns or spike heels please!)
The idea is to have fun, show school spirit, and still be able to learn 

: )

Mrs. Kielb

December 8, 2009

Dear Parents and Students;

This week we are wrapping up the study of the life of the Brassica plant’s life. We let the plants dry, and on Monday we picked off the seed pods, opened them up, and counted the seeds. We are saving these for a genetics investigation in January. Today we used a spreadsheet to total the number of pods and seeds and find the unit rate for average number of seeds per pod for the entire class. Each student showed how to scale their own plant’s rate to a unit rate.

We wrapped up Lesson 10 (Plant Reproduction) by discussing and answering the reflecting questions (p. 112) in our science notebooks.

Next, leaves!

I gave a quick introduction/review of the job of a leaf as a preview to the reading/note-taking homework assignment. Leaves get carbon from carbon dioxide in the air, and combine it with hydrogen (from water brought up by the roots) and oxygen to make the sugar, glucose. They actually build a solid (sugar) from a gas and a liquid!

Homework, due Thursday:

Read: “Looking at Leaves” Lesson 10, pages 129 - 131 and complete the note-taking sheet that we glued into notebooks in class today. Think carefully about guard cells and how they open and close the stomata with no brain involved at all. We will build a pair of guard cells in lab to simulate how this works.

Please help your student remember to have this assignment finished for lab this week.

Mrs. Kielb
Tappan Life Science

December 2, 2009

Dear Parents and Students;

This week we have been investigating how cells make new cells through the process of cell division (mitosis) resulting in identical cells that have one pair of each chromosome. Going further we are investigating how a second division of cells in the process of meiosis results in four cells with one copy of each chromosome, as is the case in egg and sperm cells. We took apart flowers today and found the egg cells in the ovary of Alstroemeria flowers. The sperm cells are inside of the pollen grains in the same flowers. We will see a microscopic view of those tomorrow.

Protist cartoons are due today and I am already enjoying great protist humor. I reminded the students to reread the instructions on page 139 of the textbook (lesson 11) and to double check their rubric to be sure they meet the requirements.

I am planning on a science notebook quiz for Friday of this week. Students should be sure they they are caught up and that they review their notebooks starting with the animal and cell diagrams where they labeled the organelles and what each organelle does for the cell. Thursday after school (December 3) is the last chance for make-up labs on cells and protists.

Please help your student take the responsibility of meeting with teachers after an absence to make up missed work as soon as possible on returning to school. We do lab activities almost every day, so it can be hard for me to keep materials available if a whole week has already passed since the absence.

Ask your students to get out their notes and tell you about meiosis and mitosis!


Mrs. Kielb



November 24, 2009

Dear Parents and Students;

In this short week we are wrapping up our investigations of protists and pond microorganisms. Today the students focused on drawing, measuring, and labeling the four protists we are studying as permanent prepared slides. They are easier to draw and measure when they are not darting in and out of view on our microscopes.

Today students used their microscope as a measuring tool. At high power, the length of the eyepiece pointer is 0.13 millimeters, and the width is 0.02 mm. By comparing the protists they are viewing to these microscope parts we can measure very small things. You can think of that 0.02 mm as 20 micrometers or microns. Very small!

These things should be finished by the end of the day Tuesday (if not, the item becomes homework):

1) Reading notes on, “The Art of Naming Organisms” (Lesson 11, p. 133-4). The note-taking structure is glued in the science notebook

2) Student Sheet 11.2 should have detailed drawings of the four protists from lab. The drawing, labels, and titles should follow the guidelines on page 14 of the notebook. Diagrams glued in across from "The Art of Naming..." can help with some parts that can be labeled on the lab drawings.

3) The table copied from page 137 of animal-like and plant-like features of these protists should be complete from notes taken when viewing the live protists.

HOMEWORK Coming up, due Wednesday, December 2:

Protist Cartoon!

See instructions and rubric in Inquiry 11.3 of the textbook (Lesson 11, page 139). On Tuesday (Nov. 24) I will have examples and I will explain further.

Please have a wonderful and safe holiday/long weekend.

Mrs. Kielb

P.S. On my web site there is a quick link to the eBook and Powerschool. Also, try going to the Life Science Links and find video links to our protists and more.


November 19, 2009

Dear Parents and Students;

We started this week by viewing, measuring, and labeling animal cells and comparing them to plant cells. We observed both human cheek cells and mammal nerve cells. The students also completed the reflecting questions about cells in Lesson 7 from the textbook.

The rest of this week we have been revisiting the ponds we made from gravel, soil, hay, dead leaves, filtered pond water, 5 fronds of duckweed, and 5 grains of rice. When they first assembled the “ingredients” the students searched microscopically for life and found little more than some very tiny bacteria.

One month later we can see creatures swimming in those same little ponds with just our eyes. On Wednesday we searched again, and many organisms, from protists to arthropods were discovered by the middle school investigators. Today we shared digital views of Cyclops, ostracods, and Protists that were all recorded in our classroom. This way everyone got a view of critters that appear to be in every one of our ponds. We shared ideas and answered the Lesson 12 Reflecting Questions.

Tomorrow we will look closely at four protists from live cultures and prepared slides. Our search of the microscopic world continues!

Homework (due Monday, but get it done by Friday and avoid weekend homework!):

Read p. 152 - 155 (Lesson 12) "The Changing Pond"
Answers questions from the sheet, “The Changing Pond Reading Homework.” Number one through five need complete stand-alone sentence answers. The last question requires the construction of a simple food chain and food web (we did a quick review of these in class).

Students who scored below 20 out of 26 on the organelle quiz are finishing retakes this week.

Please check Powerschool for updates. I have first hour's science notebooks tonight and hope to get caught up with the cell scores.

Susan Kielb

November 10, 2009

Dear Parents and Students;

Thank you so much for the glue stick donations. We will need more as the school year progresses, so if you see a sale we are grateful for every glue stick you send this way!

While our Brassica plants keep growing we are embarking on a study of cells. The students have read the page 83-85 (Lesson 7) article on cells in class twice now and they used the reading in two activities. They need to learn the basic parts (“organelles”) of a cell and what the parts do for the cell. Meanwhile, we looked at onion cells today in lab and we will observe, draw, measure, and label more cells in the coming days.

Homework due Thursday:

Label the animal and plant cell diagrams in the textbook with the organelle name and function. Use the textbook (Lesson 7, pages 83 - 85) and the table summary from Monday’s class activity to help (this was handed out on Tuesday).
Optional: lightly color (very neatly). Chloroplasts MUST be green! Colors should not hide any parts.

Quiz Friday:
Students will need to be able to MATCH the name of cell organelles with the job they do for the cell. The table handed out today to help with the cell diagrams is a great study tool.

Did your son or daughter tell you about the flower color preferences of cabbage white butterflies?

Our final day of conferences is November 12. If you have not yet had a conference please call the office and schedule one. It has been a pleasure meeting with all of you.

Mrs. Kielb


November 2, 2009

Dear Students and Parents;

I am begging for donations of glue sticks! If you look through your student’s science notebook you will see that we are putting our glue sticks to good use, but we are running out. I am grateful for every donation.

Homework for Wednesday:

Read: “Delicate Balance of Life,” (Lesson 6, pages 78-79) and complete the reflecting questions on the 6.3 sheet that we worked on today. We are analyzing the frequency of different colors in our butterfly droppings to determine which color “flower” our butterflies preferred. Today we summarized and graphed the data.

Friday is the end of the first quarter. Please be sure to check Powerschool to see that everything is up to date. I still need to record the zoo assignments. I did grade and return last week’s notebook quizzes and zoo practice sheets. Late work must be handed in by Thursday at 4 p.m.

All students need to be sure to follow-up with make-up work after an absence. If everyone has their science notebooks complete, and they review these occasionally, the notebook quizzes will be easy and successful (and the students will learn a lot).

Many families have conferences tonight. Please help your student be sure to bring their science notebook, binder, etc. to the conference. We look forward to seeing you.

We had a great trip to the zoo on Friday! Thank you so much to the the parents who rearranged their schedules and managed to join us for the day. Lucky for us, the weather in Toledo was significantly more pleasant on Friday than it was in Ann Arbor. I hope that you heard good stories from your kids about the animals they observed.

Mrs. Kielb


October 22, 2009

Dear Parents and Students;

Except for the make-ups, the MEAP testing is over for this year. Now we can get back to our regular schedule. Thank you for helping make sure your son or daughter was here at school. I know that many people purposely scheduled appointments around this, and we are grateful. We are also grateful to the students for taking the tests seriously and doing their best.

Students should expect a notebook quiz on Monday! Your science notebook should be up to date and you should spend some time reviewing. In a notebook quiz you look up specific items in your own notebook.

Our new science curriculum has us carrying out several investigations through time.

We have:

1) Wisconsin Fast Plants (Brassica) that we planted in class on Monday, October 19. These have already sprouted above the surface of the soil in their growing systems.
2) Blackworm fragments whose survival and growth we are monitoring about once a week. We have a pretty good survival rate so far!
3) Mini ponds that we investigated shortly after we constructed them, searching for life. We found two types of bacteria and a few kinds of protists. In a couple of weeks we will look again for changes.
4) Cabbage white caterpillars that have gone into their pupal stage after completely consuming our radish plants. We hope to experiment with their color preferences when the butterflies emerge.
5) Corn and bean seeds are germinating against the sides of clear cups while we read about seeds and the process of germination.
6) We have been reading from the text and practicing a note-taking technique (SQ3R). The readings have focused on the nutritional needs of plants and seed germination.

The MEAP schedule threw quite a loop into our scheduling, so it has been a challenge balancing which classes have completed which activities. I have not added homework into the mix yet, but I will need to do so soon, since first hour missed three science class periods, and second hour missed two.

I have had a good level of responses for chaperones for next week’s Toledo Zoo trip. I will also see many of you on Wednesday for the first round of conferences. Please be sure to bring your student. The students need to bring their binders (and science notebook!) to the conference as well.

Mrs. Kielb


October 12, 2009

Dear Parents;

We need more parent chaperones for the October 30 Toledo Zoo trip! It is always a fun trip. Please email me if you can come.

The MEAP test starts this week. We will be testing at the beginning of the day on Tuesday and Thursday. After the test the students will follow a regular schedule for the rest of the day. We will continue with testing at the beginning of the day Tuesday and Thursday of next week. Students report to their advisory room. They should bring a book to read in case they finish early (this is not a homework time).

Science Homework due Wednesday:

Read “Excuse me, But Your Habitat is in my Ecosystem.” Answer the questions on the sheet that was given out in class on Monday. The article is in Lesson 4 in the eBook and pages 43-45 of the textbook.

Due Friday:

Toledo Zoo (October 30) Permission slip, health form, and $10.00. The health form is required whenever we take students out of state.

Ask your student about science. Last week we investigated blackworms. This week we made “ponds,” and we will be planting our Wisconsin Fast plants. Meanwhile, we have radishes growing with tiny cabbage white butterfly caterpillars munching on their leaves.

Please be sure to check your student’s assignments in Powerschool (click on the grade links for each class). Our student athletes need to be sure to make-up work when they miss class for sport events, and some are forgetting...

Mrs. Kielb


October 5, 2009

Dear Parents and Students;

Please remember that Wednesday, October 7 is a half day for students. They will be excused at 10:50 a.m. and the buses will pick them up to take them home. Students need to leave Tappan because the staff will be in professional development activities and meetings.

This week wraps up the first interim, and grades will go home next week. Please note that the Powerschool records are going to be even more up to date than the interim, so that is a good place to check. The grade for each course is a link to the record of all of the assignments for the course. Please also understand that we do not update grades everyday. I usually update mine by Sunday or Monday evening.

For Life Science:

We took time in class for everyone to check the Table of Contents in their science notebooks against mine. All assignments through the Student Sheet 2.3 (Continuing) should be complete and in the notebook on the page named in the contents. I had my room open after school Monday, and I will be there again Tuesday for make-up work. I told my classes that if their notebooks are complete they will be more than ready for a notebook quiz this week.

Homework due Thursday:

We are beginning to study blackworms in lab. The homework is to read the article, “More Than Just Bait,” which is about blackworms and earthworms. Students also have a notes sheet that needs to be completed to help pull out facts and organize facts in the article. The notes sheet is due on Thursday. We sill start the assignment in class.
More Than Just Bait
pages 34-37, Lesson 3 in the eBook

Remember that the link to the eBook is in my website list. The password is “organisms.”

Ask your student about WOWbug behavior (what do they do when they get flour dust on them? What do they do when you “corral” them?) and blackworms!

Thursday is the second turn-in day for magazine sales. While selling magazines is voluntary the sale does fund our field trips for the year. Parents may also opt to contribute directly to the Tappan PTSO.

If you signed up as a possible chaperone for the zoo trip you will be hearing from me soon.

Thank you for your support!

Mrs. Kielb

September 30, 2009

Dear Parents and Students;

This week we have been investigating tiny parasitic wasps called WOWbugs and learning to use microscopes at the same time. Since our WOWbugs have not emerged from their pupae we resorted to using prepared slides, but we still eagerly await their appearance.

Homework due Thursday!

Read: “Intriguing Insects” on pages 22-23 in the textbook (see Lesson 2 in the eBook)
After reading, fill in the notes sheet that we glued into science notebooks today on page 16 (the page after the WOWbug lab drawings).

Here is what we have done this week:

• used hand lenses to simulate how a compound microscope works
• added graded microscope drawings to notebooks (NB p. 15) and wrote our three possible total magnifications on it
• read Microscope Pioneers (TEXT pages 26-27, Lesson 2) and took brief notes (who, when, where, what...) together in the Science Notebook (NB page 13)

• reviewed basic microscope use
• used microscopes and a transparent ruler to measure the width of field at low (40X), medium (100X), and high (430X) magnification in millimeters (mm) (TEXT Inquiry 2.3 #7)
• based on the estimated width of field at low power (4.25 mm) everyone made an estimate of a WOWbug’s length without the ruler in view

• reviewed fire drill procedures
measured WOWbugs with the transparent rulers at low power
• practiced adjusting light (diaphragm) and changing magnifications while looking at a WOWbug
• read “Guidelines for Scientific Drawings” (Sci. Notebook, page 13)
• started drawing Wowbugs, following Inquiry 2.3 #1-6 instructions (except the key to labeling is on TEXT page 25!)

Coming up:
• Finish WOWbug drawings with self and peer evaluation
• 2.3 Reflecting questions
• read Dr. Matthews and the WOWbug (TEXT p. 24-25)
• update Science Notebook Table of Contents
• introduction to blackworms

Tappan Business:
• school picture forms go home with students on Thursday
• Thursday is the first magazine sale turn-in day

Enjoy the rest of the week!

Mrs. Kielb

Friday, September 25

Dear Parents and Students;

It was great meeting parents at Curriculum Night. Thank you for coming to Tappan. If you were unable to attend I would like to meet you if you could stop in (room 188) sometime, even for just a minute after school.

Today groups discussed #3 A and B in the reflecting questions for Inquiry 1.1. Each class thought of many advantages for using Latin (or Greek) scientific names over just common names (like cougar, puma, mountain lion...). We wrote these in science notebooks.

Students underlined their own initial ideas, and wrote the group ideas separately.

Then we started our introduction to microscopes. Everyone drew a side view of a microscope very carefully. I demonstrated how to write the magnification power on each lens in the drawing.

Then everyone glued the labeled diagram of a microscope on page 10 of their Science notebooks and used this to add labels to the drawings. They handed in the finished, labeled drawings.

Next week, WowBugs!

Have a great weekend,
Mrs. Kielb


September 24, 2009

Parents please come to Curriculum Night tonight! 7 p.m.

Your student filled out a schedule for you in advisory. If you don't have this, please print the schedule in Powerschool and bring it. Go to your son or daughter's first hour class (not the auditorium, but you should check out the booths in the front entry area). We will tell you the class hours after that.

See you at Tappan!


September 23, 2009

Dear Students and Parents;

Today in class we read the article, “What’s in an Organism’s Name.” We used this, together with a list of Latin and Greek words to make up scientific names for the organisms on our photocards. Students needed to carefully follow the guidelines described on page 10 in the section entitled, “One organism, two names.”


Read “Through the Compound Eye”
pages 13-14 (Lesson 2) Please use the eBook (some paper copies are available on my counter)
Study and think about the microscope parts shown in the diagram

Curriculum Night is tomorrow evening, 7 p.m.
Parents, please come! Your student filled out a schedule for you in advisory. I look forward to meeting you.

The magazine sale starts tomorrow.
Students received a postcard book today in advisory.
If the booklet is completed (an instruction sheet came with it, blue or black pen please) the student can qualify for prizes if they bring it to the assembly second hour tomorrow. Participation is voluntary. The money raised helps pay for our field trips.

Mrs. Kielb


September 21, 2009


Dear Students and Parents;

Homework for tomorrow:

  1. Read (in the eBook see link in my link list) page 6-7 in the textbook: “That’s Life!” Students were offered a print copy in class if they thought they would have trouble getting online.
  2. Research: use the Internet, a dictionary, an encyclopedia or animal book to answer the question:

What is the difference between a puma, a cougar, and a mountain lion?

Write the answer you find in your planner along with the SOURCE (not a person!)

I suggest you try the Animal Diversity Website 

Parents, please plan to be at Tappan on September 24 at 7 p.m. for Curriculum Night!


Mrs. Kielb



September 18, 2009

Dear Parents;

We completed our analysis of the Great Ketchup Race experiment today, and students handed in their lab reports with a graph of the combined data from all four of my classes. We had very interesting results. Many of the students have new hypotheses about what happens to warm and cold ketchup. That is what science is all about!

Thank you for signing your son or daughter’s safety contract, and for sending the contributions for safety goggles. I’ll be working on completing the order soon.

Please plan to be here at Tappan for Curriculum Night on September 24 at 7:00 p.m. I look forward to meeting you.

We are tentatively planning on taking the seventh graders to the Toledo Zoo on Friday, October 30. Please check your calendar and consider coming with us as a chaperone. We will leave around 9:15 a.m. and we will be back by 2:30 p.m. It is lots of fun.


Due Monday. "Learning to Access the eBook" Students need to find a computer with Internet access and find the electronic version of their textbook. A parent or guardian needs to sign that sheet and notify me if your student does not have access to the Internet. I have a solution for that situation. The questions are a good introduction for our first investigation.



Mrs. Kielb


September 3, 2009


Dear Parents and Students;

School starts on Tuesday. We look forward to seeing Tappan full of students once again.

Students will start out on Tuesday reporting to their advisory teacher to get their schedules, agenda planners, and initial instructions. Then we will go through an entire day's schedule, so all students will see their advisor again during Advisory's regularly scheduled time.

I always suggest that students bring a sack lunch from home if possible on the first day of school. School lunches will also be served, but often on the first day everyone has to wait for instructions to get into the lunch lines, so the time to eat is shortened.

Please see my August letter (scroll down) for a suggested shopping list.

Enjoy the long weekend,

Mrs. Kielb

August, 2009

Dear Parents and Students;

Welcome to the new school year! I hope that everyone enjoyed the summer break. You might think that we teachers and school staff just vacation all summer, but most of us combine vacation with coursework, curriculum development, reading in our fields, meeting with our colleagues, figuring out our new computers and software, cleaning out files, etc. As back to school sales start I thought I would try posting a supplies list here in case someone decides to start looking for what you should have for seventh grade life science.

First, I should give you a warning that apparently Powerschool had student schedules open to viewing earlier this summer (it is now August 18), and this was an error. Our schedule is not yet finished and the information packets have not yet been mailed out. I don't know my schedule yet either, but we can all still work on preparations for school.

This year in life science we have new curriculum! It will be the first time through for all of us; but I will share that it looks very exciting. We will have many living organisms in the lab and we will be carefully coordinating their life cycles because we will investigate how they depend on each other.

Our main textbook is in two parts:

  1. Organisms--From Macro to Micro
  2. Human Body Systems
These are published by (first the acronym) NSRC: STC/MS, which stands for National Center Resources Center: Science and Technology Concepts for Middle School. NSRC is a collaboration of the National Academies (of Science) and the Smithsonian Institution. The publisher is the Carolina Biological Supply Company. The emphasis is learning through student inquiry, meaning that students learn science by doing science. The text is both a lab manual and a collection of readings. The textbooks will stay in the lab, an electronic version will be available from home on the Internet (more later for access info). We will be sure that the readings are accessible to everyone by photocopying when necessary.

Supplies students will want to have:

  • Composition books - buy the standard size, some are on sale right now. I like the ones with grid lines, but regular lines are great. I think that three of these will be sufficient for science this year. Students will also use them in 8th grade science.
  • A sturdy 2-pocket folder that is 3-hole punched and kept inside the student's binder. The alternative would be to have a small binder dedicated just to science. Students will not be carrying a textbook.
  • Plenty of notebook paper. Please do not use a spiral notebook for this supply.
  • Glue sticks (I will also supply them, but we use them up fast!)
  • Pencils and erasers
  • Colored Pencils (nice to have, but I will also supply them)
  • a pack of sticky notes

Supplies that I would welcome for the classroom:

  • facial tissue
  • glue sticks
  • good quality pencils
  • a working electric pencil sharpener
  • masking tape
  • duct tape
  • old, but absorbant clean cloth towels of various sizes
Or if you would like to do something to help:
  • I have tennis balls that need to be cut with ~2.5 inch slits to be used as mufflers on chair feet. My own technique for cutting them is not desirable, but maybe someone out there knows a way and has access to equipment for doing the cutting. If you have access to a supply of used tennis balls and would deliver them already slit we would welcome them (and you!) heartily.
  • Once school starts and I have my class lists I could use helpers to make portfolio files with labels (hand labeling is fine, but if you are skilled at computer label-making I will be able to supply a text file of the names).
  • someone who could do help me with signing out textbooks for the students to have at home as reference books. This can be done in my back room at just about any time during the work day.
  • hearty souls who can help us pack up old textbooks in boxes, label the boxes, and stack them for pick up.

Feel free to email me if you have questions. I might not have answers for you yet, but you I'll do my best!


Mrs. Kielb

Ann Arbor Public Schools